Using part of the class time to incorporate stages of note-taking annotating (1, 2) will help students process their notes, transferring working memory into longer-term memory and helping students synthesize their learning. The Cornell Notes system uses a three-tiered system to take, review, and study notes. The template includes a larger right-hand space for taking down the basic information. After pausing at a natural break, students review what they have written and process it by writing cues (questions/themes) in the left-hand margin. Finally, after students have completed notes on a particular topic or lesson, they paraphrase what they have learned into their own words in the bottom block. Using 10-15 minutes in class to allow students to reflect on their notes, share their findings, and process their notes into a new form will help them not only learn proper note-taking but also retain what they have learned. The process also allows for collaborative work as students share their findings, their cues, and their summaries. I have offered a few examples of how this process can be incorporated for different purposes at different stages of the process:
Start class by asking students to work in groups to consolidate their most important annotations or notes from the night or class before under common themes or questions
Pause note-taking after a significant amount of time has elapsed (20-30 minutes) and ask students to work in groups or individually to develop and then share cues and summaries for their notes
To prime students for an up-coming reading assignment, end class with a 5-10 minute pre-reading for the upcoming night's homework that ends with students sharing their annotations or notes
Students could use mind mapping, concept mapping, Ishikawa diagrams, or semantic maps to create visual representations of their major findings related to cues and big topics or ideas. MindMeister is a good mind mapping program available for free online, on Google apps, or on the iPad.
Glossary of Terms